This chapter examines second language (L2) peer oral language interaction between two learners engaged in a partner reading activity. The data come from an English language arts class for newcomers in an all-immigrant high school in the U.S. Students arrive in this beginner-level, English language arts class with widely disparate experiences with formal schooling and print literacy, as well as with different first languages and oral English language skills. The yearlong class focuses on developmental English language and literacy skills, and the students and teacher absorb and accommodate newcomer students each month. The data presented in this chapter highlight the peer work between two asymmetrically-paired, female adolescent students: an Amharic newcomer with prior schooling in Ethiopia and beginning-level oral English skills, and a Somali speaker with stronger English language skills but very low print literacy and no formal schooling before arriving to the U.S. Through an analysis of their interactions in one paired reading session, we describe how these two students use their language and literacy skills to complete a reading task and in doing so, we consider the complexities of how asymmetrically paired students engage in everyday classroom tasks and the learning opportunities therein.
|Original language||English (US)|
|Title of host publication||Peer Interaction and Second Language Learning|
|Subtitle of host publication||Pedagogical potential and research agenda|
|Editors||Masatoshi Sato, Susan Ballinger|
|Publisher||John Benjamins Publishing Company|
|Number of pages||27|
|State||Published - 2016|
|Name||Language Learning and Language Teaching|
Bibliographical notePublisher Copyright:
© 2016 John Benjamins Publishing Company.